College of Fashion Briefing Booklet

COLLEGE OF FASHION
LEARN, DESIGN, EXHIBIT
SKELETON
CENTRAL NERVOUS SYSTEM
CARDIOVASCULAR SYSTEM
HUMAN BODY
CLOTHES
ALIYA PINNOCK
N0515198
BARCH ARCHITECTURE
PROJECT 4
CONTENTS
Chapter 1 The Site;
4-9
Existing Site
Re-designed Site
Chapter 2 Typology;
10 -37
Fashion Schools
Books
Research Summary
Chapter 3 Precedents Studies;
38 - 83
Layout
Circulation
Interior Spaces
Chapter 4 School Description;
84 - 95
Spaces Needed
School Structure
Bibliography;
96 - 100
CHAPTER 1; THE SITE
Existing Site
Zoning
Re-designed Site
Initial site analysis
Pros and Cons
School Boundary
Remaining Perimeter block
ZONING
This map shows the original site and how

spaces are grouped the area. From this map
we can see that the majority of the area is
residential housing which house different
families of different ages.
In this area are two educational buildings.
Retail and accommodation (Hotels) are mostly
in the bottom right of the plan, retail within a
retail park and accommodation underneath
with restaurants and offices nearby.
INITIAL SITE ANALYSIS
I decided to do a rough sketch of the site to get an idea of how

the sun and wind affects the perimeter block. Quite a lot of the
site benefits from southern light from either the front or back
faade. Wind penetration, coming from the south west really
only affects the blocks on the south west side. a factor I will
need to consider when I pick the school location.
I have labeled each of the main spaces that I feel would affect
how I place the school within the perimeter block; some
spaces within the school will benefit from being closer to the
main square whereas other spaces might need to be closer to
the park area or perhaps neither space.
This first overlay compares the busy and quieter areas on

the perimeter block. The areas closer to the main square
would be a lot busier and noisier whereas the other areas
where there is a park and home zone streets (west side)
would be quieter. The next overlay shows which facades
face which direction this will be important when placing
spaces that need a particular light such as studios for
example which would need North light.
PROS AND CONS
This area is opposite residential block, and has a corner

which faces another. As a school location this would not be
the best area, it would however keep an area which would
otherwise be quiet during the day relatively lively. This area
also does not benefit from direct southern light or views to
the nearby canal.
This area faces the canal and receives direct southern light, It
is however quite far away from the main road if the students
of the school were younger, where a main road would be a
problem this site would be ideal. However, the student of this
this school are old enough for a main road close by to more of
a convenience rather than a health and safety risk.
This area faces the park area with views to the canal area. I
imagine this area will be quiet and calming during the day
due to the park and the sound of the canal. This would be an
ideal location for parts of the school such as a library which
would benefit from being in a quieter area with views out to
green spaces and the canal.
This area one one side faces the main square between the
perimeter blocks, with a direct link to the main road and
faces a tree lined boulevard on the other side. This would be
a good location for busier parts of the school such as an
entrance or any space open to the public.
REMAINING PERIMETER BLOCK
5
2
1 - Originally Elderly - More appropriately; Cafe/shop

2 - Remains Elderly Dwelling
3 - Remains Extended Family Dwelling
4 - Remains Family Dwelling
5 - Remains Family Dwelling
6 - Remains Extended Family Dwelling
On the canal side, adjacent to my chosen site, was originally two elderly dwellings - I have changed no.1 to a safe/shop to act as a buffer for the elderly dwelling on
the corner. This remains as it works well with the strip of family/extended family dwelling strip on the east side of the perimeter block.
SCHOOL BOUNDARY
Major Roads Pedestrian/Cycle/Vehicular

Minor Roads - Pedestrian/Cycle/Vehicular
Home zone - Pedestrian/Cycle/Vehicular (Slow)
Tree Lined Boulevard - Pedestrian/Cycle
Park
Main Square
This is the site I have chosen for the

school, it takes advantage of the
park area in the South, the tree lined
boulevard on the East and the main
square towards the North.
This location means that every
space, whether it needs a quiet area
or a busy area can still have
frontage. This position is also ideal
for spaces that need a specific light
at least one faade faces each
direction.
CHAPTER 2; TYPOLOGY
Fashion Schools
Fashion and Art Graduate School
Pearl Academy of Fashion
California College of Arts
London College of Fashion
Books
Space and Learning, Herman Hertzberger
Fashion Design,
Body Worlds
FASHION & ART GRADUATE SCHOOL
This school is actually just one part of a college campus, it is placed in the central square of the college and as a result is not only used by students of fashion but of
other subjects areas too. emphasis was placed on creating spaces where meetings and interactions can take place between the schools various disciplines. The
school is quite dominant with a 8000 sq. meter square floor plan with 7 stories, this however is not a negative factor as it has been designed to attract people in.
The most interesting feature in my opinion is how the faade has been broken up into 4 pieces with glass gaps in-between which during the day let in loads of light and
at night make the school look as if it is glowing.
One aspect that makes this school a bit different from he typical school is that people who dont necessarily learn there are encouraged to come in. Although in this case
its students on the same campus rather than members of the public, I feel that opening up the school to people in the community would be nice for both the public and
the students.
Chyutin Architects. (2011).
11
FASHION & ART GRADUATE SCHOOL
The ground floor space is very open, connecting to the

courtyard outside; it includes a caf, public toilets and
classrooms around its perimeter.
Chyutin Architects. (2011).
The floor above is dedicated to studios,

more classrooms and group meeting
areas.
The top floor is for administration, and

includes offices and more meeting rooms.
12
PEARL ACADEMY OF FASHION
The institute creates interactive spaces for a highly creative student body to work in multifunctional zones which blend the indoors with the outdoors seamlessly. What
I understand from this is that the spaces are designed to allow the creative student to be inspired and work in different ways, which I feel is an extremely important
aspect to consider when designing for creative students. Creative students need somewhere to express their creativity and designing a spaces/spaces for this is
essential.
Due to the climate in which this academy is built, a lot of design emphasis went on protecting the structure from the sun and ensuring there is enough ventilation. As my
school will be placed in Nottingham, where there are harsh weather conditions this is not as important. Heat and ventilation can however affect students learning an
environment that is too hot can make a pupil sleepy just as a cold environment might make a pupil too cold to concentrate. I will need to look into the best
environments for learning to create a space which pupils can learn effectively in,
Fanthome, A, Sumner, E. (2009).
13
This ground floor plan shows how the spaces are arranged in a
rectangular shape around a smaller rectangle in the middle. The
entrance is in the center, leading to a reception, an exhibition area and
a large lecture theatre.
The studio space is also in the middle along with a library the
organic shapes of the spaces in the middle, create a nice flow not only
within the spaces but also around them as well.
Around the perimeter of the floor plan are classrooms, labs, and
offices.
I quite like the separation of the spaces from each other as it creates a
different atmosphere as a result a different working environment. The
studio space and library, being more open and organically shaped
make a more relaxed space. Whilst the classrooms and labs are
smaller, and regularly shaped creating a more serious learning
environment typical of a normal school classroom.
14
This section shows how the academy is ventilated and how the spaces are organized over the 3 floors. Each space has there own block with views
into outdoor areas. The ventilation path runs along the bottom and up and out through one of the outdoor areas. This section makes the school quite
similar to the Fashion and Art Graduate school in that both are split into blocks the difference being that whereas this school has outdoor areas in
the gap, the Fashion and Art Graduate school has a glass panel, connected to the outside. I quite like the idea of both the courtyard aspect of this
school and window aspect of the Fashion and Art Graduate School.
15
CALIFORNIA COLLEGE OF THE ARTS
This college (San Francisco campus) is on a site which was originally used as an industrial maintenance facility. This industrial feel has been kept within the
school interior which I do not particularly think works well. The interior looks quite sterile, like a hospital which I would assume does not make the space that
nice to be in.
This campus offers Architecture, Fashion Design, Film, Furniture, Graphic Design, Illustration, Industrial Design, Interaction Design, Interior Design and
Painting/Drawing. Its not clear which spaces in the photographs are for each vocation which I think it should; the use should be obvious by something other
than the work being displayed.
The first photo shows the entrance to the school; glass which allows in light and views in and out. The photos to the right are of a studio space within the school
- the partitioning panels seem lost in the high ceilinged area.
California College of the Arts. (2015)
16
Course Curriculum
This is an outline on the modules fashion
students are expected to take in their
undergraduate degree. As the school I am
designing is for students aged 16-18, I will
take elements of this curriculum for the
younger fashion students as this could
potentially be their next step in education.
I will keep the core studio modules, the
fashion design major requirements some
additional studio requirements; Ill keep these
in particular as they seem to be the main
aspects of the course.
The modules within Humanities and Sciences
requirements to me seem like additional
learning that might not be appropriate for
college students. I will however, keep a few
theory modules.
Core Studio
Humanities & Sciences Requirements
Drawing 1 3 units
2D, 3D & 4D - 9 units
Writing 1 - 3 units
Writing 2 - 3 units
Introduction to the Arts: Antiquity to Early Modern - 3 units
Introduction to the Modern Arts - 3 units
Foundation in Critical Studies - 3 units
Media History: History of Fashion Design - 3 units
Literary & Performing Arts Studies (200 level) - 3 units
Philosophy & Critical Theory (200 level) - 3 units
Social Science/History (200 level) - 3 units
Science/Math (200 level) - 3 units
Visual Studies (200 level) - 3 units
Humanities & Science (300 level) - 6 units
WRD: Writing for Fashion Designers (LITPA-330) - 3 units
Diversity Studies Seminar - 3 units
Humanities and Science Electives (200 or 300 level) - 6 units
Fashion Design Major Requirements

Fashion Illustration 14 - 12 units
Fashion Studios 15 - 15 units
Fashion Design 15 - 15 units
Sustainability Seminar - 3 units
Investigative Studio - 3 units
Portfolio Review - 0 units
Additional Studio Requirements

Interdisciplinary Studio - 3 units
Diversity Studies Studio - 3 units
Studio Electives - 9 units
51 total units
75 total units
17
Equipment
Studios 110/120
Single-needle industrial sewing machines (30)

Industrial buttonhole machines (2)
Industrial decorative stitch (1)
Over-lock and/or coverstitch multithread machines (5)
Ironing stations (5)
Industrial blindhem (1)
Industrial sewing machine
Industrial decorative stitch
Over-lock machine
Additional Resources
Dress forms: approximately 70 torso/full forms (female, male, and child)

Rolling racks
Display mannequins (3)
Hand welder
Platten press
Grommet/snap kick press
Dress forms
Display mannequin
Grommet kick press
18
LONDON COLLEGE OF FASHION
London College of Fashion is a popular college in London which is apart of University of the Arts, London. College's mission to "Fashion the Future". The college
has learning spaces, social spaces and gallery spaces for their students plus a wide range of machinery and workshops. The college is located in a busy area of
London and the interior spaces have not been hidden from the outside. The entrance is transparent, open to the street, and the classrooms and studio spaces
have large industrial style windows which flood the rooms with light.
The photo on the right shows the studio space for the students, equipped with built in sewing machines although I like the fact that all the students work together
able to share ideas etc. For the school I am designing however, I feel that every student getting their own space would be more beneficial and encourage a new
way of learning more independently within a place that they can consider their home away from home.
Hjerpe, L. (2013).
19
Fashion Design Summer School

4 Week course
Week 1
Week 3
After looking at a degree course run in the California

College of Arts I have decided to look at a course run
by the London College of Fashion which is for
beginners so potentially at the level the students at
the school I am designing will be at.
Experimental design analysis

Primary and secondary design research
Creating research sheets and mood board
Developing a colour palette
Fabric awareness
Exploring different art material
Range planning
Development of primary and secondary research

Draping on the mannequins using fabric
Experimental design analysis
There a lot of similarities in terms of what modules are

offered for students both in this summer school and in
the degree in California College of Arts.
Modules that stick out to me are;
Design research and explorations etc. Could take

place in classrooms and/or art rooms
Drawing/Sketching This could be translated into
a life drawing class to study the human body
Designing/ working Studio space for students
Fashion Illustration/art experiments Classroom/
art room
UAL. (2015).
Week 2
Drawing a fashion figure
Gesture, movement and pose
Drawing hands, faces and feet
Fashion silhouettes, cut and style of different garments
Drawing drapery and volume
Drawing flats
Sketching for fashion
Week 4
Creating a fashion illustration
Developing your visual vocabulary
Exploring different media and techniques
Interpreting concepts and ideas
Importance of keeping a sketchbook
Developing a personal drawing style
Exploring colour palettes
Understanding the wider role of fashion illustration
Beginning a portfolio of design and illustrative work
20
This is the roof terrace of London College of Fashions gallery space designed by Studio Weave. "The London skyline is there, there's a nice concrete building, and
then this real burst of colour., I think that this is a really affective way of describing the colorful roof terrace; as a contrast to the surrounding area.
The herringbone pattern links both to studio weave and to the college due to the similarity to a weave pattern which could be quite plain, but the bright colours
make the eye go straight to the flooring.
The terrace is used for social gatherings, events and interestingly; group learning. The terrace can be used as an extra educational space, a design choice which I
will use in my own designs. The site is located well to take advantage of views and direct sunlight so a terrace/garden space for the public, staff and students
would work well for socializing and learning.
Treggiden, K. (2014).
21
MODULES
Options
Core
Theory
Fashion History
Fashion Industry
Fashion Terminology
Practical
Life Drawing
Studio
Research
Fashion Illustration
Various materials
Various mediums
Fashion Photography
Group work
Access to computers
CAD for Fashion

Computer room
Independent study
Group work
After looking at the modules that the degree and summer course offer and how they are organized I have decided on what modules the school I am designing will offer. I
have split the curriculum into core subjects and options. The core subjects will be taken by everyone throughout the year, whereas the options will be taken by different
groups each term.
The idea behind theses options is that throughout the term the students design a particular piece, and then present it using one of the options. This means that at the end
of each term, a group of students that have used each option to present their work for a termly exhibition. Not only does this give variety to the exhibition but also allows the
students to explore each option.
22
SUBJECT HOURS + LOCATION
Module
Hours (weekly)
No. Sessions x Hours
Location
Fashion History
1x1 Lecture
1x1 Seminar
Lecture Theatre + Classroom
Fashion Industry
1x1 Lecture
1x1 Seminar
Fashion Terminology
1x1 Lecture
1x1 Seminar
Life Drawing
2x1 Lecture
2x2 Session
Classroom
Studio
14
2x1 Lecture
2x6 Session
Studio
Study
4+
2x2 Sessions
Library/quiet space
Option
1x2 Lecture
2x2 Sessions
Relevant studio
23
SAMPLE TIMETABLE
8:00
Monday
Tuesday
Wednesday
Thursday
Friday
Studio
Fashion History
Studio
Fashion Industry
Fashion
Terminology
Option
Study
9:00
Life Drawing
10:00
11:00
FREE
12:00
13:00
Lunch
Lunch
Lunch
Lunch
Lunch
14:00
Studio
Option
Studio
Study
Life Drawing
FREE
FREE
15:00
16:00
FREE
24
SPACE AND LEARNING
INFORMATION
CONCEPT
IDEA
Page 23 Spatial conditions of the

classrooms should mainly serve to aid the
pupils concentration
Long corridors used to be the normal
way to reach classrooms; recently
opening up.
Page 24 Need exists for nooks and
niches to work in, the more articulated a
space is, the more possibilities for more
differentiated learning it has to offer
Basic Classroom
Articulated Classroom
These diagrams shows how a classroom can be used
better if it is designed with nooks and niches to work in
Page 26 Classrooms given a tiled kitchen space provided with a resting

room.. Separated from it by a passage lined on both sides with glass door
cupboards .
Page 31 According to the Montessori method, children generally work
individually on self chosen activities.
Have activities/ modules chosen by students to work on.
Hertzberger, H (2008)
This photo and floor plan are of and show the tiled kitchen space, circled in
both. This space can be used by the children without worry of getting
anywhere messy. This would be really good for rooms such as the illustration
room to experiment with various mediums.
25
SPACE AND LEARNING
Page 32 sequence of zoning running from seclusion and privacy to successively

more public ands social space.
Could translate into studio space private areas for individual work and more
public social spaces for group work.
INFORMATION
CONCEPT
IDEA
This first plan shows how a room

can be arranged going from
public spaces to more private
spaces.
Page 35 This place (classroom) should be something of nest from which you
take off and to which you keep returning; a place to leave your things, to fall back on
and to meet up again.
Make school feel like a home pupils want to come back, take care of their
own space and store belongings.
Private pods for individual studio work own space
Page 36 - Classrooms are becoming increasingly open as in modern schools.. Pupils
tend to mingle more..
Successive stages of spatial development;
1. Increase in number of places by differentiating rectangular classroom with
nooks, bays etc
2. Addition of zone between classroom and corridor used as extra learning
space
3. Classroom seen as home base;
4. Learning landscape where classrooms shrink or disappear altogether.
Page 38 A schoolroom, conceived as the domain of a group, can show its own
identity to rest of school.. Classroom exteriors can then function as shop windows
for the group to display its wares.
Display work between classrooms and to street
Pupils bring own trinkets to reinforce feeling of home
26
SPACE AND LEARNING

Page 42 Corridors are to be made inhabitable as true extensions of the
classrooms
Page 43 workplaces outside the classroom where children can work individually or
in groups.
Extension of classroom outside blur boundaries
Page 45 - Corridors and stairwells made relatively large to accommodate
cloakrooms and take up the expected crushoveractive children
Older children less energetic and smaller amount of people less need for
larger circulation spaces
Page 78 (classrooms) modelled into zones like the rooms in a house, including a
tiled wet area with a kitchen worktop and washbasins.
Different floor materials to zone spaces e.g, art room with tiled area
Page 80 Schools must be equipped for two fundamentally opposing conditions;
concentration and open system to explore.. Conflict resolved by spatial means ..
Views and cover
Have designated spaces for quiet work and spaces for social/group work
Page 81 - Introverted places, call them centripetal, serve ones concentration
whereas spaces that work centrifugally direct attention outwards
Page 83 a learning environment where wide-ranging activities can take place
simultaneously and where groups and individuals can work independently
greatest number of places screened from one another in such a way that everyone
can stay focused on their work, but offers views of others for curiosity and sharing of
ideas.
Multi level studio pods offer space of focus but also views for interaction
between pupils.
INFORMATION
CONCEPT
IDEA
These diagrams refer to the

information I read on page 83
about attention and views.
This first diagram (A) shows
how the workspace has been
pushed more into the wall creating better circulation and
allows a more private work
space.
The next diagrams (B, C,D, G,
H) show how arranging a
space over split levels can
create spaces that are either
visually/acoustically cut off
from other spaces (B,C D) or
create a connection to other
spaces. (G, H)
This diagram (E) shows how a
varied ceiling height
encourages different
activities.
Using a staircase as an extra
space for socializing etc. (F) is
really good way to maximize
space within a school.
27
SPACE AND LEARNING
INFORMATION
CONCEPT
IDEA
Page 84 Organizing space;

- Walls and partitions to screen off visually and/or acoustically
- Different floor to ceiling heights
- Use of daylight light encourages people to socialize
-
Page 86 bottom of stairs can be accessed and used when the floor area here
is made deeper Steps and sunken spots activate the floor as a work area.
Spaces in life drawing and/or studio spaces sunken for individual or group work
Page 101 - Learning environment should resemble a city that is continually

changing because houses change and shops get refitted, but where the streets are
the same familiar streets
Make classroom layouts and configuration flexible whilst keeping circulation
routes etc relatively similar.
Page 101 the floors and walls should have a containing capacity that allows the
content to change without affecting the whole.
Extension of usable space to floors and walls.
Page 111 In school, the emphasis must be on the visual links between the
different learning situations, as a single spatial network, comparable with the city,
held together by a system of street and squares or, like the brain, a network of paths
linking the various centers. Just as the brain functions not as a storehouse of
knowledge but as a network of paths threading all knowledge together..
Brain concept Left; logical, reasoning, Right emotional, creativity
These diagrams are a continuation of the previous

diagrams, focusing more on light. The first diagram (J)
shows how light from above makes the space have a
strong association with the outside.
The next diagram (K) shows how light attracts people
to socialize and and spend time - in a school
environment spaces such as classrooms and other
education room would benefit more from this
attraction of people. The last diagrams (L.M) show
how light is not being used well; the light source solely
being from a roof light or high windows does not
produce even light throughout the day and is therefore
not desired.
28
SPACE AND LEARNING
INFORMATION
CONCEPT
IDEA
Page 121 Work balconies, Montessori College Oost, Amsterdam, 1993 - 1999
These work balconies in

Montessori College Oost are a really
good use of space. It has been done
by reducing the the difference in
height between floors to a quarter of
a storey. They are used as not only
part of the circulation route but also
for an extension of the work space
for group work or even as lesson
space.
The balconies are necessary to
break up and articulate the more
than 90-meter-long galleries
make the space easy to read and
spend time in
I could definitely use this idea of
using stairs as an extra working
space for studying or socializing.
29
SPACE AND LEARNING
INFORMATION
CONCEPT
IDEA
Page 132 Schools need both streets and squares. There has to be a square-like
space where all pupils and teachers and often parents can gather for special
events, but there must also be a street-like intersection where all daily activities
that are visible to everyone at all times are to be located.
Corridors act as streets Atrium spaces as squares
Page 133 Terraces becoming viewing balconies whenever there is something
going on in the piazza..
Higher spaces overlook central areas such as hall/exhibition/catwalk space
extra seating.
SCAN BOOK
Page 136 Central space of the school on which everyone and everything
converges will only be able to hold such numbers of people if you deploy every place
that gives a view of what it is happening maximum amount of sight lines from
galleries, stairs and treads double as seating.
Views into catwalk space from above extra seating
Page 150 If pupils have access to the (staff) room and maybe are even allowed to
work there, you see a situation of trust and community emerge.
Links to feeling of home no boundaries for pupils more open staff room
SCAN BOOK
These are photographs of a square in Castelvittorio, Italy. This settlement

has tightly packed houses that contribute to the feeling of a community
people meet here and pass here to get to the shops, work or home. The
square is used for performances and have various viewing points from
higher balconies.
This would work well as a central square in the school outside or inside
for performances/exhibitions etc. as it means that more people can view
it from various angles and heights.
Page 161 Turn corridor into street using materials that evoke associations with
outside top lit with natural light as in the 19th century arcades in Paris.
Corridors act as an outside space - outdoor materials e.g. brick.
30
FASHION DESIGN
INFORMATION
CONCEPT
IDEA
Page 12; Modules

Contemporary fashion and visual
culture
Pattern cutting and draping fabric
CAD
Design development
Drawing and illustration
Fashion basics silhouette/
proportion/color/detailing
Independent study
Presentation (portfolio) and
communication techniques
Research techniques and methods
Written work report writing and
cultural studies
Page 25; Types of fashion;
Haute couture (high tailoring); garments are individually measured, cut

and custom made/designed for clients
Prt--porter (ready to wear); garments are made in bulk, to standard

sizes and for a target market.
Within my school I feel that both types of fashion should be explored, from my
research I have learnt that it would be important to learn both ways.
Page 58 - To design fashion you need a solid understanding of anatomy how
the muscles are attached to the skeletal structure ands how they work in
movement with the frame
This has given me the idea to see the school itself as the human body
relating aspects of it to the building.
Jones, S (2002).
31
FASHION DESIGN
INFORMATION
CONCEPT
IDEA
Page 58 The fashion designer needs to be able to visualize the body before
working on a collection
From this quote I feel that it is important to have the human body form throughout
the school as 3D mannequins or as 2D artwork
Page 65 life-drawing classes first hand opportunity to learn about anatomy
and to observe how muscles and bones work together and balance one another in
various movements and poses
Page 68 Free illustration body proportions are distorted with heads drawn
smaller and necks and legs longer that in the classical drawing emphasis is on
the clothing, the figure is elongated a little to allow more room for showing details
Page 76 Elements of design;
Silhouette
Line
Texture
Page 80 Principles of design
Repetition Using design elements more than once
Rhythm - Repetition of features or motifs
Graduation Complex type of repetition; features increase or diminish in size
Radiation Design lines that fan out from a pivotal point
Contrast Eye re-evaluates importance of one area of focus against another
Harmony Similarities over differences
Balance Body is symmetrical through vertical axis - asymmetry needs
another detail to balance I
Proportion - Create illusions of body shape by changing the proportion of
design features.
I will use some of these design elements of fashion within my school design
Jones, S (2002).
32
FASHION DESIGN
INFORMATION
CONCEPT
IDEA
For the school I will be

designing I want to use
quite a lot of color to
create a playful, creative
atmosphere.
It makes sense to look at
color theory which
colors complement
others etc.
An interesting idea that I
could explore is to
somehow mix separate
colors within the building
through use of colored
glass layered on top of
each other for example.
Jones, S (2002).
33
FASHION DESIGN
INFORMATION
CONCEPT
IDEA
Page 112 Basic equipment;

Pattern cutting table - constructed for average woman 920 mm high,
1200mm wide, 4000+ long
Over locker
Seam coverer
Binders
Steam iron/pressing table
Embroidery and knitting machines
Dress stand
Page 129 Traditional sitting position for tailoring comfortable fabric spread
across lap and knees can be used for easing and stretching the fabric into shape.
I will definitely be using this information in my design creating unusual seating
arrangements to make the user more comfortable
Page 146 Inspiration
People watch
Shows
Shops
Clubs
Cafes
Galleries
Films
Magazines
Books
Page 169 Student exhibitions
Prepare lighting, shelving etc.
Good for making contacts invite industry professionals
Jones, S (2002).
Page 129
Page 169
34
INFORMATION
CONCEPT
IDEA
BODY WORLDS
After reading the book I have decided to look deeper into the Central Nervous System and the Cardiovascular System they are
both main systems within the body that are dependent on one another.
16th century, the human body was the focus of an entire era in the history of art
Page 66 77 - The Nervous System

Two parts
- Central Nervous System Brain and spinal cord
- Peripheral Nervous system All nerves, transmitting signals to the Central Nervous system and the rest of the body
The Brain
Bodys command center processes sensory information, coordinates
most movement and thinking allows communication
In a building this could be interpreted as the main hub a place that connects
all the areas such as an atrium space.
The outermost layer of the cerebrum (cortex) are composed of densely

packed nerve cells (neurons)
The cerebral cortex plays a key role in memory, attention, perceptual

awareness, thought, language and consciousness.
These all are very important aspects to think about in a school environment
especially memory, attention and thought. It would be interesting to explore
ways to improve these through school design.
Hagens, G (2013).
These slices through the

brain refer to the diagram
above - and show how
the brain as been sliced
at different points to
show the nerve cells. I
could use this way of
cutting through the brain
to show information in my
building design cutting
through certain areas to
show what is inside that
particular area.
35
BODY WORLDS
INFORMATION
CONCEPT
IDEA
Page 93 - 109 Cardiovascular System

Major transport system, heart as engine, blood vessels as transport routes
This immediately make me think about how the cardiovascular system can be
interpreted as the circulation routes within a building.
Blood Vessels
Major highways that distribute blood to the body
Taper down more and more as they pass into the organs and tissue to for an
intricate network
In a building this could be seen as major circulation routes which branch off into
smaller routes to get to individual spaces.
The Heart
Engine of the cardiovascular system
Pumps blood around the body
Each side has an atrium for incoming blood and a ventricle to pump blood out.
The rhythm of our heart accompanies us throughout our lives, without a
moments rest
Throughout the school especially in the core areas, I could design with a certain
rhythm that being the material, circulation routes or form.
The blood
Transport oxygen and carry away carbon dioxide
Red blood cell can circumnavigate the entire body in less than 20 seconds
This has made me think about the speed at which a user of the school could get
from one space to another, I want interesting circulation route without comprising
the ease of getting to a particular space.
Hagens, G (2013).
This image shows blood vessel

configuration of the head. I
find this particularly
interesting as it reminds me of
an X-Ray. This idea of visible
circulation is an idea that I
could design into my school.
36
CONCEPT MODEL
Cardiovascular System
The nervous system and circulatory systems are

dependent on each other to ensure an individuals
homeostasis
This model shows my interpretation of the cardiovascular

system. I have stuck string within a cube to show what the
circulation would look like if it was confined to a box. In
the school I am designing the string would represent
corridors, staircases and circulation routes throughout the
building.
Central Nervous System
This model shows my interpretation of the central

nervous system. As previously mentioned I see this
translated to a cladding system on a building. On the
transparent box the string looks as if it is stitched onto
the surface of the box. As a fashion school this works
well as it relates to the fashion industry.
37
CHAPTER 3; PRECEDENT STUDIES
Layout
Controlling building flow through layout
Eliminating the classroom
Extending the classroom
Creating interior viewing points
Circulation
Main atrium as heart of the school
Visible circulation routes through main spaces
Circulation seen throughout open atrium
Circulation as statement piece
Interior spaces
Affecting interior spaces through colours
Colour coding different spaces
Creating semi-private pods in public area
PROJECT NAME; DESSAU BAUHAUS

ARCHITECTS; WALTER GROPIUS
LOCATION; DESSAU, GERMANY
AREA;
DATE; 1925-26
I've chosen to look at the Bauhaus as it is a
school of design which relates to my typology. It
includes spaces for teaching, housing, an
auditorium and office. I find the overall form of
the building really interesting as the blocks
overlap one another showing a difference
between the blocks but also showing how they
connect.
The building is made from a

skeleton of reinforced concrete
and brickwork and has a roof
covered with asphalt tiles. Another
interesting aspect of the design
which I will incorporate into my own
is the fact that students at the
Bauhaus helped with the interior
design; light fixtures designed by
metal workshop for example. This
would make the school overall feel
a lot more like home.
Sveiven, M. (2010)
39

AREA;
DATE; 1925-26
Basement Floor Plan
At this level, the school is separated into two different blocks. The block on
the left houses laboratories and classrooms whilst the bigger block on the
right houses baths, a gym, changing rooms and laundry. Workshops are
houses in the bottom of this block. Along with the caretakers apartment
and boiler room etc.
The separation of these spaces is important to their function; the messy
areas such as the workshop and dye works are all in one place, quieter
rooms for more theory work is separated and the leisure area is separated
as well.
I feel that each space having its own staircase is an extremely important
design feature. Users of any of the spaces do not need to walk through
another to reach their own space.
Sveiven, M. (2010)
40

AREA;
DATE; 1925-26
Ground Floor Plan
The spaces again on this floor are separated into blocks. The block on the
far right, over the classrooms and laboratories in the basement has more
labs and classrooms with the addition of specialized rooms such as a dark
room and a physics room.
Over the workshop area in the bottom right are more workshops plus a
washroom for the messy work and material storage.
On top of the laundry, gym are in the basement is the studio wing of the
school. This is accessed through a vestibule that leads into the
auditorium , stage and canteen. This area would be an ideal area for
performances and large talks as its a large open space with multiple
viewing points. The rooms then get smaller for the kitchen, student room
and pantry. This area is ideally located over the gym area and this side of
the school becomes more of a relaxed space compared to the education
rooms.
Sveiven, M. (2010)
41

AREA;
DATE; 1925-26
First Floor Plan
This floor connects the bottom two blocks and separates the block on the
right.
The area above the classrooms and labs is still dedicated to some
classrooms. A library, staff areas and administration then leads onto the
bridge connection between the two blocks which houses administration
rooms and offices with the director taking the central space.
A lecture theater followed by another vestibule leads to two large workshop
spaces with storage and a washroom.
The now solo block over the student canteen area is dedicated to studio
rooms. This design decision to completely separate the studio spaces is
definitely something I will take as inspiration for my own design. For the
fashion schools studio space I would want more of an open plan area but
with a less permanent separation between the students.
Sveiven, M. (2010)
42

AREA;
DATE; 1925-26
Second Floor Plan
This floor has a very similar layout of spaces to the level below; more
classrooms are over the classroom block and the bridge has more offices
for teachers etc. along with another lecture theatre. This is then
connected, over the other workshop spaces to more specialized workshop
spaces. More studio rooms sit above the studios on the level below.
What I like about this school is how the blocks are not completely
separated from each other, they connect where they need to, to create flow
between related spaces. I also like how when a user enters a new space
they are greeted with a vestibule this is usually at the top of a staircase to
welcome the user into a new space.
Sveiven, M. (2010)
43

AREA;
DATE; 1925-26
44
PROJECT NAME; RESTAD COLLEGE

ARCHITECTS; 3XN
LOCATION; COPENHAGEN, DENMARK
AREA;
DATE; 2007
The colorfulness of this buildings faade is really playful and breaks up what could have
been a very sterile building. The college has been designed to eliminate the classroom
relating to the information I found in the Space and Learning book. The college is
connected both horizontally and vertically with a study zone on each floor.
The college is described as the first college in Denmark based on the new visions of
content, subject matter, organization and learning system for students of the age of
16-19.
The interior spaces of this school is

what first drew my to look at it. The
new layout encourages more
communication and interaction
between students. These photographs
of the interior spaces show these
circular spaces which could be used to
socialize and/or learn.
3XN. (2007)
45
PROJECT NAME; RESTAD COLLEGE

ARCHITECTS; 3XN
LOCATION; Copenhagen, Denmark
AREA;
DATE; 2007
46
PROJECT NAME; LORETO COLLEGE CRUCI

ARCHITECTS; THOMSONADSETT
LOCATION; COORPAROO, BRISBANE
AREA;
DATE; 2014
I am looking at this school due to the focus on the use of exterior spaces being used as
an extension of the classroom space. The faade design encloses the exterior learning
space to keep it linked to the main buildings structure. This louver design protects these
spaces from the sun and also creates cozy areas where students can work individually
or in groups. The most interesting aspect of the louver design is how some parts have
been left open such as the top right area of the main cylindrical shape on the corner of
the school. This allows more light into this area and creates more interesting shadows.
These photographs show how the exterior

learning space is used by the pupils. The
inclusion of exterior walls that can be
drawn/written on makes the space a lot
more usable either as a play area for the
students or as a classroom for a teacher.
The louver design enclosing these
exterior spaces make the spaces feel as
if they are still within the school.
I Lomholt . (2015).
47

AREA;
DATE; 2014
The main area of the ground floor is the
multipurpose space in the middle; this can be
used for assemblies/theatre area etc. This floor
also houses a kitchen and storage area, toilets
and a courtyard.
I feel that this entire floor is used as an entrance
area for the education rooms on the upper level as
the biggest spaces on this floor do not have a set
purpose and could in fact be empty at times.
The external staircases also mean that users of
the school do not even need to enter this ground
floor to access the first floor above.
I Lomholt . (2015).
48

AREA;
DATE; 2014
This floor is where all the learning takes place;
three classrooms sit next to each other all facing
a terrace described as an outdoor learning space.
This extension of the classroom space is
particularly relevant to my design from reading
Space and Learning which mentions the
extension of the classroom to corridors due to
the surrounding climate of the school this
corridor is outside.
The classrooms in this plan are all the same size,
shape and orientation but have been arranged
differently; the first shows a classroom where the
teacher is in the corner and faces the outdoor
learning space. The middle classroom has a
similar idea by which the teacher has views of all
the classroom tables but less of a view to the
outdoor learning space. The last is arranged as a
reflection of the adjacent classroom with the
exception of the pupils arranged in pairs in a
semicircle around the teacher.
I feel that this flexibility of classroom
arrangements work really well as every teacher,
class and situation is different and the classroom
should be able to react to these differences.
I Lomholt . (2015).
49

AREA;
DATE; 2014
I Lomholt . (2015).
50

AREA;
DATE; 2014
51
PROJECT NAME; SCHOOL OF ARTS IN CANTERBURY

ARCHITECTS; HAWKINS\BROWN
LOCATION; UNIVERSITY OF KENT, CANTERBURY, ENGLAND
AREA; 2,500 SQM
DATE; 2006-2009
The interior spaces within this school is what first attracted be to this building but
upon looking closer at the exterior I feel that this works well as well. The entrance
side of the school is all glass on the first two levels and is quite closed up on the
upper level and other facades with a few windows punched into the sides of the zincclad building.
The school is for students of drama, film and visual arts and as a result needs
separate spaces for each art - drama rehearsal studios, film and edit studios and a
art gallery.
Staircases on either side of the school are placed on the exterior of the structure;
which breaks up what would have been a cube shape.
These open spaces within the school

create the viewing platforms within the
school which look from circulation
spaces to more informal spaces below
where students can socialize or have
study sessions in groups or
independently.
The simple colors shown here work
really well - black for circulation areas,
white for more relaxed areas and red
for spaces where you would spend
more time.
Daniel Clements. (2011)
52

AREA; 2,500 SQM
DATE; 2006-2009
The ground floor is split into separate areas by a circulation hallway that runs
between the blocks and links to entrances and exits. The biggest block on the top
of the plan houses the drama studio, storage, a research studio and a art studio.
This block faces all the other blocks; there is a admin area which houses the
school reception, the reception and a photocopier room. The middle block is
dedicated to more storage and toilets whilst the last block on the bottom right
houses the music and film studios room that typically make a lot of noise.
The first floor plan shows that the studios in the top block are double height and
on the first floor these spaces become void, with the exception of the control
rooms for the drama studio and PAR studio. On top of the administration block is
a digital studio and a separate study area for post-grad students which can be
access via the external staircase. What I find slightly odd about the spaces above
the music and film studios on the ground floor is that they are relatively quiet
areas; editing suites and quiet work spaces.
53

AREA; 2,500 SQM
DATE; 2006-2009
The second floor is solely for staff academics offices are placed around the
perimeter and would be the only spaces with windows to the outside if it was not
for the the roof terrace that spans across the top of the plan; two more offices
then look into this exterior space. There are also toilets for the staff on this floor.
This roof plan shows the ventilation chimneys and where the roof terrace is and how
the external staircases are roofed.
54

AREA; 2,500 SQM
DATE; 2006-2009
The main part of this section that is highlighted is the triple height staircase void
that is open on all three floors of the building. This also shows how the roof as
been designed to get the maximize the amount of natural light getting into this
main atrium area.
This section shows the double height studio spaces with the single story lobby area
separating the drama studio and PAR studio. This section also shows the length of
the roof terrace and how the windows on the opposite side look into the roof terrace
space.
55

AREA; 2,500 SQM
DATE; 2006-2009
This section cuts through the staircase and shows the

relationship between the levels and potential viewing lines
to the different levels. This also shows the ventilation
shafts, especially important for the art studio.
This section also shows how the external staircase links to
the main body of the building by the bridges.
56

AREA; 2,500 SQM
DATE; 2006-2009
57
PROJECT NAME; HOLLAND PARK SCHOOL

ARCHITECTS; AEDAS
LOCATION; LONDON, UK
AREA; 20,000 SQM
DATE; 2012
This school has a similar idea of using a central atrium as
the heart of the building. The ideas of this school came
from the parts of the old school that could be improved; a
large building connected by a public walkway and
footbridge for example meaning that class time was lost
during class changeover.
The new school is more compact to tackle this problem
and as a result part of the site has been sold.
The main aspect of the brief explains neither looks nor
feels like a school
The amount of light getting into certain spaces is what I

first saw when I can across this school. This is partly due
to the north-south orientation and because of the large
windows and roof lights. What makes this atrium different
to ones I have previously seen is how the atrium wall has
been angled towards the straight wall.
This can be interpreted as sun beams entering the large 5
story space. Due to its orientation and the large openings,
ventilation and a louvre system needed to be put in place.
Aedas. (2013).
58
PROJECT NAME; HOLLAND PARK SCHOOL

ARCHITECTS; AEDAS
LOCATION; LONDON, UK
AREA; 20,000 SQM
DATE; 2012
59
PROJECT NAME; SAUFLON CENTRE OF INNOVATION

ARCHITECTS; FOLDES ARCHITECTS
LOCATION; GYL, HUNGARY
AREA; 730 SQM
DATE; 2013
After looking at how the circulation routes were placed around the private pod within an open plan
space of the previous precedents I have started to think more about circulation within the school.
This building is used by a contact lens company and was designed with reflection as the concept behind
it. The main entrance way is the highlight of the building; it allow light in through the large glass faade
which is then reflected through the 24 meter passage with reflective resin flooring below and reflective
glass bridges above.
These first two photographs show the

entrance way with the glass bridges
above. What adds to this design is the
use of color; the blue glass and the
wooden wall in the background. These
colors break up the very white interior
and encourage the eye to look up to the
main aspects of the design.
Tamas Bujnovszky. (2014).
60

AREA; 730 SQM
DATE; 2013
The ground floor houses the entrances; customers at the front and services at the
back - relaxed areas for customers such as a lounge and a caf. Other than the
services rooms and the mechanical room this floor is purely for the customers.
The customers are invited to stay using the lounge and/or caf.
Tamas Bujnovszky. (2014).
The upper floor is more for working purposes contact lens fitting room, meeting
rooms etc. The most interesting aspect of this floor is the lobby with the 3 bridges
spanning across the ground floor passage.
61

AREA; 730 SQM
DATE; 2013
62
PROJECT NAME; VUC SYD

ARCHITECTS; AART ARCHITECTS + ZENI ARCHITECTS
LOCATION; 6100 HADERSLEV, DENMARK
AREA; 8600 SQM
DATE; 2013
This education center uses a similar idea of circulation routes being over and around a
central atrium space; similar to the cardiovascular system. What makes this building
different is that the circulation doesn'tt just happen horizontally but vertically as well.
united by the atrium and thestaggered staircase at the heart of the building
The exterior of the building looks like a cube which has been offset slightly from its
original shape with large sections of glass and balconies around the perimeter.
This large atrium that spans the entire

height of the building is described as
the heart of the building. It is flooded
with light via the large roof light and
connects the two sides of the building.
This first photograph shows how the
staircases and bridges seem to cross
over one another, this is then shown in
the roof design as well with panels of
a similar width to the stairs and
bridges spanning across the glass.
Adam Moerk. (2013).
63

AREA; 8600 SQM
DATE; 2013
The basement floor is reserved for parking, storage and a large

sports hall; rooms/spaces that typically do not need natural light
with the exception of the sports hall which is double height to the
ground floor. Other than the interior staircases to access the
basement there is also a staircase off the rectangular shaped plan
for access straight into the sports hall.
Adam Moerk. (2013).
The main entrance is on the ground floor, straight into the atrium space which
leads straight into a caf. Off the main atrium there is also an auditorium,
supervision center and two meeting rooms. The meeting room placement of
between the sports hall and the auditorium seems a bit odd to me as I feel it
would be better placed near the entrance or near admin offices.
64

AREA; 8600 SQM
DATE; 2013
The first floor plan introduces the balconies that wrap around the
perimeter of the building. The spaces are arranged around the
atrium spaces for socializing/group work open with quiet zones
being placed into rooms which overlook the atrium giving a visual
but not acoustic connection to the rest of the center. Lecture
theatres and a lab have been placed in a strip of rooms along one
side of the building, away from everything else which I feel works
well.
Adam Moerk. (2013).
The second floor is has exactly the same layout as the floor below, with the
exception of the lab being changed for an art room.
65

AREA; 8600 SQM
DATE; 2013
This (third) floor is again has a very similar layout to the floor below. The
only differences here is that the room above the lab and art room has
become open to the rest of the floor and is used as an open lecture
theatre. A relaxed lounge area has also been added to a pop out of the
rectangular floor plan.
Adam Moerk. (2013).
The fourth floor is dedicated to administration and staff. The line

of rooms is now places along the left side of the floor plan and
contains meeting rooms, an office and a staff lounge. The rest of
the floor houses open plan offices and another smaller, more
open staff lounge.
66

AREA; 8600 SQM
DATE; 2013
This section through the atrium space shows how

each floor connects with each other and how they
connect to the atrium space which act as the
heart of the building. From this drawing, it is
shown that the staircases are exactly the same
but start in different places along the sides of the
atrium.
The difference in ceiling heights is also shown
here; the ground floor has a higher ceiling than
the rest of the floors. This makes the entrance a
lot more imposing, entering an already high celling
space to then be face with the atrium spanning 4
floors.
Adam Moerk. (2013).
67

AREA; 8600 SQM
DATE; 2013
This section shows how the spaces

are arranged independently around
the atrium space when they are
closed off to it.
This section also shows how the
auditorium seating is arranged a
feature that would work well in
lecture theaters to ensure everyone
can see the speaker and views if
available.
Adam Moerk. (2013).
68

AREA; 8600 SQM
DATE; 2013
This diagram shows how the school is arranged

over the 6 floors. As seen in previous studies, the
top floor is reserved for staff; out of the way of the
students. Although I know that staff need their
own space after reading Space and learning, I
feel that the staff should be more integrated with
the students spaces. Public spaces on the ground
floor makes sense as the entrance is on ground
level I however feel like some public spaces
should be in upper levels as well. The public see
this imposing atrium with the staircases and
bridges but dont get a chance to actually use
them.
Adam Moerk. (2013).
69

AREA; 8600 SQM
DATE; 2013
70
PROJECT NAME; UN CITY

ARCHITECTS; 3XN
LOCATION; MARMORVEJ 51, COPENHAGEN, DENMARK
AREA; 20,000 SQM
DATE; 2013
The idea behind this interesting star shape building is that it represents
that the UN reaches out to all corners of the world. What I really like
about this project is that they did not stick to a regular star shape where
all the stems coming off were the same length and width. The star has
been designed for the site, reaching out more where the site shape
allows them to. I feel that this is really good design decision that I will
take into account when designing my school. The perimeter block I am
working with has an irregular shape that I want to come through in my
buildings form.
This atrium is what first caught my eye in this

building. It uses the same idea of keeping the main
circulation in the middle of the atrium but focuses on
the actual circulation design rather than the space in
which the circulation happens. In other buildings, the
atrium as a whole was the eye-catching aspect of the
building in UN city its the staircase itself. The
color, scale and material choice draw the eye straight
to it rather than the spaces it leads to.
Mrk, A. (2013)
71

ARCHITECTS; 3XN
AREA; 20,000 SQM
DATE; 2013
This floor plan shows how the building seems to
have been molded to the site, stretching to the
edges of the coast line it sits beside.
The floor plan is not labeled and as a result the uses
of each area are not clear.
However, from photographs and furniture
arrangements etc. I can assume that the main
entrance is in the left side of the ground floor,
connected to the street and leading into the main
atrium space. In this space is an information desk
and offices/meeting rooms with glass walls.
The other sections of the building come off of this
central area which I can assume has the same use
within the same block.
What I find interesting about this building is that
each section has multiple doors to the outside from
different rooms this makes each space quite
independent from one another. I hope to use this
idea in my own design as it means that particularly
busy times, each space can exit or enter straight
into own space.
Mrk, A. (2013)
72

ARCHITECTS; 3XN
AREA; 20,000 SQM
DATE; 2013
This section through the main, central atrium space also shows the elevations on either side. In photographs, the
direction of the various branches coming off of the staircase is hard to define but shown in section it shows that it
reaches out to both sides on each floor; acting as an extension of the floors rather than as an extra element. Due to the
spiral in the center, it looks a lot more complicated from below, but really is quite simplistic in design. I hope to use this
idea in my own school, making something that looks interesting, and act as a statement actually quite simple.
Mrk, A. (2013)
73

ARCHITECTS; 3XN
AREA; 20,000 SQM
DATE; 2013
This elevation, through use of shadows shows how each block sits next to each other, and now they are supported. The
supports under each block make them look as if they are floating above ground level a really interesting feature to
distinguish them from the central atrium space. As a drawing, I find that the use of shadow is really clear way to show
which parts of the building are closer and gives it a lot more depth.
Mrk, A. (2013)
74

ARCHITECTS; 3XN
AREA; 20,000 SQM
DATE; 2013
75
PROJECT NAME; NORDAHL GRIEG HIGH SCHOOL

ARCHITECTS; LINK ARKITEKTUR
LOCATION; STEINSVIKVEGEN 430, 5239 RDAL, NORWAY
AREA; 14,000 SQM
DATE; 2010
This school uses various colors
throughout the building. The colored
windows are randomly placed on the
faade and create different atmospheres
within the interior spaces.
The entrance hall is the central nerve

connecting the different studies and
common rooms
This first photo shows the

hallway looking onto the semi
transparent glass walls looking
into the classrooms. The second
photo is particularly interesting
as it relates to the studies of
creating different sight lines
between different areas. The
last photo shows the entrance
area which is given a use a
socializing space rather than just
a walkway to the other areas of
the school.
Hundven-Clements. (2013).
76
PROJECT NAME; NORDAHL GRIEG HIGH SCHOOL

ARCHITECTS; LINK ARKITEKTUR
LOCATION; STEINSVIKVEGEN 430, 5239 RDAL, NORWAY
AREA; 14,000 SQM
DATE; 2010
77
PROJECT NAME; VISIBLE MUSIC COLLEGE

ARCHITECTS; ARCHIMANIA
LOCATION; 200 MADISON AVENUE, MEMPHIS, TN, USA
AREA; 2366 SQM
DATE; 2011
After looking at the use of color of Nordahl Grieg High School I found this music school
that uses color for whole sections of the building to show different spaces. The
different colors can also be seen from the outside shown in this first photo by the
colored glass of the pop out glass boxes.
This photo on the right shows how the school relates to the street; the faade has
been angled away from the road - which creates less of an impact on the street view.
These photos show the interior

spaces and how they are colored
to show different uses. The green
shows the entrance area, the red
for administration and blue for
leisure.
Chad Mellon. (2012).
78

AREA; 2366 SQM
DATE; 2011
The plans have been colored using the same code

as the colors within the building. This ground floor
plan shows the entrance on the left side of the plan
which is partially enclosed and leads onto an
auditorium area behind it.
This second floor plan shows how the yellow

represents the education areas and how they
are arranged along the narrow building.
79

AREA; 2366 SQM
DATE; 2011
From the photographs this blue area looks as if

it is for leisure purposes, the rooms are slightly
angled on this floor as well.
This top floor looks like the admin area which

through looking at precedents seems to be the
place for the admin staff to be placed out of the
way of the rest of the school.
80

AREA; 2366 SQM
DATE; 2011
81
PROJECT NAME; SECOND HOME

ARCHITECTS; JOS SELGAS AND LUCA CANO
LOCATION; SPAIN
AREA;
DATE; 2015
This project again uses color within; orange. The areas
shown in the exterior photographs show how the building
seems to glow with orange light.
The curved exterior wall is particularly interesting as it
expands the interior space and allows seating to be
place within the pop out without interfering with
circulation routes.
The interior takes

inspiration from curved
glass walls that create
pods within the open plan
space. These create semiprivate areas which could
inspire study pods within my
own design.
Turner, C. (2015).
82
PROJECT NAME; SECOND HOME

ARCHITECTS; JOS SELGAS AND LUCA CANO
LOCATION; SPAIN
AREA;
DATE; 2015
83
CHAPTER 4; SCHOOL DESCRIPTION
Spaces Needed
Spaces
Access and views
According to Human Body
Description
School Structure
SPACES
Main rooms
Reception (1)
Shop/exhibition space (2)
Hall (3)
Garden (4)
Caf (5)
Toilets (6)
Storage (7)
Parking (8)
Education rooms
Studio x 2 (9)
Fashion illustration (10)
Photography studio (10)
CAD studio (10)
Garden (11)
Caf (12)
Toilets (13)
Library (14)
Lecture (15)
Life Drawing (16)
Staff rooms
Offices (17)
Terraces (18)
Kitchen/Dining (19)
Storage (20)
Parking (21)
Outside
Garden/Terraces
Staff/student parking
85
SPACES ACCESS + VIEWS 1
MAIN ROOMS
EDUCATION ROOMS
STAFF ROOMS
ACCESS
VIEWS
First spatial Diagram
Comments
Own student caf
Private + public garden
Partitioned library
Student/public/staff toilets
Need Lecture hall/theatre
86
MAIN ROOMS
EDUCATION ROOMS
STAFF ROOMS
ACCESS
VIEWS
Second spatial Diagram
Comments
Life drawing room needed
Garden more central
Studio + garden more central
Bridge to staff area
87
MAIN ROOMS
EDUCATION ROOMS
STAFF ROOMS
ACCESS
VIEWS
Third spatial Diagram
Comments
Public/school entrance
Parking as main space
Swap toilets + storage around
Students need access to hall + shop
88
MAIN ROOMS
EDUCATION ROOMS
STAFF ROOMS
ACCESS
VIEWS
Final spatial Diagram

After developing my spatial diagrams
I have arrived at this spatial layout.
Each block, Main, Education and
Staff have their own spaces and
private areas but are also connected
to one another Physically/visually or
both.
89
SPACES ACCORDING TO HUMAN BODY

Main rooms
Reception (1)
Shop/exhibition space (2)
Hall (3)
Garden (4)
Caf (5)
Toilets (6)
Storage (7)
Parking (8)
Education rooms
Studio x 2 (9)
Fashion illustration (10)
Photography studio (10)
CAD studio (10)
Garden (11)
Caf (12)
Toilets (13)
Library (14)
Lecture (15)
Life Drawing (16)
MAIN ROOMS
EDUCATION ROOMS
STAFF ROOMS
Staff Rooms
Offices (17)
Terraces (18)
Kitchen/Dining (19)
Storage (20)
Parking (21)
Explanations
Brain - I see the studio space and garden of the education rooms as the brain The brain stores
memories and transmits signals to the rest of the body. The studio is a combination of everything that
has been remembered in lessons and is where everything that has been learnt is used. The student
garden is an area where I feel the students will share ideas from all classes.
Eyes The Reception, Shop, Caf, and life drawing classes are the eyes of the building each of these
spaces look out into the public.
Mouth The hall, and caf are the mouth as both these spaces allow socializing The hall allows
students to present their work and the caf allows them to talk about it.
Neck I have interpreted the staff offices as the neck. In the human body the neck supports the head
and controls its movement. The staff control and support the students which in this case are the
heads of the school.
Heart The heart of the school will be the garden space which will be central to all the other spaces
circulation will run through it and it is an extremely important part of the school.
Lungs The library and lecture rooms are where knowledge is taken in I see this as the lungs; which
takes oxygen into body.
Back The staff terraces and kitchen spaces are the back as they act as a support for the body in the
background.
Stomach The stomach stores food and therefore represents the storage within the school
Hands The options are part of the practical side of the curriculum and I interpret this as the hands.
90
SPACES DETAILS MAIN ROOMS
Reception approx. 10-15 sq.m
Desk
Storage
Waiting area
Toilets
Displays of work
Shop approx. 50-80 sq.m
Shelving
Mannequins
Cashier table
Storage
Dressing rooms + mirrors
Open space, Surrounded by garden
Open plan, Exhibits and displays
Garden approx. 100-150 sq.m
Caf approx. 50 100 sq.m
Outdoor eating
Open to public
Social space
-
Seating
-
Covered areas
Maze like, Follows geometry of building
Open to garden
Public access
Kitchen
Cozy feel, sofas and coffee tables
Hall approx. 100 150 sq.m

Higher viewing points
Multi purpose
-
Catwalk
-
Exhibitions
-
Assemblies
Flexible space, social
Storage approx. 10 sq.m
Chairs from hall

For shop
Visible, not hidden away
91
SPACES DETAILS EDUCATION ROOMS

Studio
2 x rooms for 30 students each

Individual areas/pods
Sewing machine
Mannequins
Storage
Chalkboard/whiteboard
Partially enclosed
Cutting tables
Specialist machines
Mannequins display and working
Storage
Printers/scanners
Clothing Racks
Ironing Stations
Double height space, industrial style windows
Library approx. 30 sq.m
Group study
Quiet areas
Shelving
Computers
Views to garden
Bookshelf partitions, Individual areas for studying
Photography studio approx. 30 sq.m
Cameras + Tripods
Lighting equipment
-
Umbrellas
-
Backgrounds
Storage
Computers
Open, separate computer room
CAD studio - approx. 30 sq.m
Computers
Plotters
Storage
Computer stations with views
Garden approx. 20-30 sq.m
Links to social areas

Social areas
- Seating
- Green space
Outdoor eating
Group study space
Extension of creative spaces
Caf approx. 40-50 sq.m
Group tables
Microwave/kitchenette
Ready made food for sale
Social space, bringing students together
Fashion Illustration - approx. 40 sq.m
Group sized tables

Storage
Sinks
Mannequins
Creative, Messy room, tiled area
Lecture space approx. 60-80 sq.m
Standard 60 seats room to expand

Movable walls can be partitioned
Life drawing approx. 40 sq.m
Views to busy areas

-
Entrance
-
Street
-
Caf
Flexible space
Raised platform
North light
Picture windows to busy areas, open space
Views to canal, relaxed, informal space
92
SPACES DETAILS STAFF ROOMS
Offices approx. 30-40 sq.m
Office for two admin staff

Head of school office
Office space for subject teachers
Views to public spaces/outdoor areas
Waiting room
-
Seating
Meeting/conference room
Storage
Shared space, transparency, cozy
Terrace approx. 10 sq.m
Links to kitchen and offices

Covered space
Seating
Dedicated staff area
Quiet, calming, planted
Kitchen/Dining approx. 10 sq.m
Group tables
Kitchenette
-
Fridges
-
Worktops
-
Oven/Microwave
Open to office, views to terrace
93
SCHOOL DESCRIPTION
This college will be a used to educate 16-18 year olds who wish to pursue a career in fashion design through
further education in fashion design or specializing in a particular area. The school will encourage the students to
think about the entire design process from initial sketches to shop window presentation.
Aspects to include;
Feels like Home - Each student has own space
Main entrance potentially secondary entrance
Multi-use hall Talks / Exhibitions
Links between students and teachers Physically + Visually
Views from life drawing class to public spaces Able to draw from real people
Chalkboard walls or similar creativity expressed on all surfaces
Shop front window designs exhibition space?
94
SCHOOL SUMMARY
95
BIBLIOGRAPHY
BIBLIOGRAPHY CHAPTER 2
Books + Journals
- Hertzberger, H (2008). Space and Learning. Rotterdam: 010 Publishers. p23-141.
- Jones, S (2002). Fashion Design Studios. London: Laurence King Publishing Ltd. p12-169.
- Hagens, G (2013). Body Worlds. Heidelberg: Arts & Sciences . p45-163.
97
Websites
- California College of the Arts. (2015). Fashion Design Studios. Available: https://www.cca.edu/about/administration/
studio-resources/fashion-design. Last accessed 16th Apr 2015.
- Chyutin Architects. (2011). Fashion & Art Graduate School in Tel Aviv/ Chyutin Architects. Available: http://
www.archdaily.com/145985/fashion-art-graduate-school-in-tel-aviv-chyutin-architects/. Last accessed 16th Apr 2015.
- Fanthome, A, Sumner, E. (2009). Pearl Academy of Fashion / Morphogenesis. Available: http://www.archdaily.com/
40716/pearl-academy-of-fashion-morphogenesis/. Last accessed 23rd Apr 2015.
- Hjerpe, L. (2013). European Fashion Schools: London College of Fashion. Available: http://www.theblogazine.com/
2013/05/european-fashion-schools-london-college-of-fashion/. Last accessed 23rd Apr 2015.
- Treggiden, K. (2014). Studio Weave adds colourful herringbone decking to London College of Fashion roof garden.
Available: http://www.dezeen.com/2014/06/13/studio-weave-london-college-of-fashion-roof-terrace/. Last accessed
23rd Apr 2015.
- UAL. (2015). International preparation for fashion (Certificate in Higher Education). Available: http://www.arts.ac.uk/
fashion/courses/undergraduate/international-preparation-for-fashion-cert-he/. Last accessed 16th Apr 2015.
98
Books + Journals
- Turner, C. (2015). Rainbow warriors. ICON. April, 2015 (1), p75-79.
- Turner, C. (2012). Space for water music. ICON. May, 2012 (1), p94-100.
99
Websites
- I Lomholt . (2015). Cruci Building at Loreto College. Available: http://www.e-architect.co.uk/brisbane/cruci-building-atloreto-college-in-brisbane. Last accessed 16th Apr 2015.
- Sveiven, M. (2010). AD Classics: Dessau Bauhaus / Walter Gropius. Available: http://www.archdaily.com/87728/adclassics-dessau-bauhaus-walter-gropius/. Last accessed 18th Apr 2015.
- 3XN. (2007). RESTAD COLLEGE. Available: http://www.3xn.com/#/architecture/by-year/78-%F8restad-college. Last
accessed 16th Apr 2015.
- Daniel Clements. (2011). School Of Arts In Canterbury / Hawkins\Brown. Available: http://www.archdaily.com/
102188/school-of-arts-in-cantenbury-hawkinsbrown/. Last accessed 16th Apr 2015.
- Aedas. (2013). Holland Park School / Aedas. Available: http://www.archdaily.com/325611/holland-park-schoolaedas/. Last accessed 16th Apr 2015.
- Hundven-Clements. (2013). Nordahl Grieg High School / LINK arkitektur. Available: http://www.archdaily.com/
368255/nordahl-grieg-high-school-link-arkitektur/. Last accessed 16th Apr 2015.
- Chad Mellon. (2012). Visible Music College. Available: http://www.archdaily.com/229275/visible-music-collegearchimania/. Last accessed 16th Apr 2015.
- Tamas Bujnovszky. (2014). Sauflon Centre of Innovation / Foldes Architects 07SEP2014Industrial Architecture
Institutional Architecture Offices Selected Works Foldes Architects Gyl Hungary 2K+ Share on email Tamas
Bujnovsz. Available: http://www.archdaily.com/543830/sauflon-centre-of-innovation-foldes-architects/. Last accessed
16th Apr 2015.
- Adam Moerk. (2013). VUC Syd / AART Architects + ZENI Architects. Available: http://www.archdaily.com/450625/vucsyd-aart-architects-zeni-architects/. Last accessed 16th Apr 2015.
- Mrk, A. (2013). UN City / 3XN. Available: http://www.archdaily.com/397637/un-city-3xn/. Last accessed 16th Apr
2015.
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COLLEGE OF FASHION

LEARN, DESIGN, EXHIBIT

CENTRAL NERVOUS SYSTEM

Chapter 3 Precedents Studies;

Chapter 4 School Description;

CHAPTER 1; THE SITE

This map shows the original site and how

INITIAL SITE ANALYSIS

I decided to do a rough sketch of the site to get an idea of how

This first overlay compares the busy and quieter areas on

PROS AND CONS

This area is opposite residential block, and has a corner

REMAINING PERIMETER BLOCK

1 - Originally Elderly - More appropriately; Cafe/shop

Major Roads Pedestrian/Cycle/Vehicular

This is the site I have chosen for the

FASHION & ART GRADUATE SCHOOL

Chyutin Architects. (2011).

FASHION & ART GRADUATE SCHOOL

The ground floor space is very open, connecting to the

Chyutin Architects. (2011).

The floor above is dedicated to studios,

The top floor is for administration, and

PEARL ACADEMY OF FASHION

Fanthome, A, Sumner, E. (2009).

PEARL ACADEMY OF FASHION

Fanthome, A, Sumner, E. (2009).

PEARL ACADEMY OF FASHION

Fanthome, A, Sumner, E. (2009).

CALIFORNIA COLLEGE OF THE ARTS

California College of the Arts. (2015)

CALIFORNIA COLLEGE OF THE ARTS

California College of the Arts. (2015)

Humanities & Sciences Requirements

Fashion Design Major Requirements

Additional Studio Requirements

CALIFORNIA COLLEGE OF THE ARTS

Single-needle industrial sewing machines (30)

Industrial sewing machine

Industrial decorative stitch

Dress forms: approximately 70 torso/full forms (female, male, and child)

California College of the Arts. (2015)

Grommet kick press

LONDON COLLEGE OF FASHION

LONDON COLLEGE OF FASHION

Fashion Design Summer School

After looking at a degree course run in the California

Experimental design analysis

Development of primary and secondary research

There a lot of similarities in terms of what modules are

Design research and explorations etc. Could take

LONDON COLLEGE OF FASHION

CAD for Fashion

SUBJECT HOURS + LOCATION

No. Sessions x Hours

Lecture Theatre + Classroom

Lecture Theatre + Classroom

Lecture Theatre + Classroom

SPACE AND LEARNING

Page 23 Spatial conditions of the

Page 26 Classrooms given a tiled kitchen space provided with a resting

SPACE AND LEARNING